Early Childhood - Connecticut State Department of Education

Technology Chapter 8
IMPLEMENTING TECHNOLOGY
There is a large body of knowledge that demonstrates
the positive role computer technology can play in
young children’s learning and development (Clements,
1994; NAEYC, 1996). Early childhood teachers should
recognize the specific benefits and understand how to
maximize the potential of the computer as an educational
tool. Computers should be considered among the many
materials and centers that support teaching and learning
in an early childhood setting.
Technology and computers can contribute to
effective teaching and learning by:
• offering additional ways for children to
represent their thinking and ideas using
pictures, sounds, words and music;
• encouraging more complex speech and the
development of fluency. Children tend to
talk aloud as they draw, move objects or
solve problems. It is as if we are provided
a window into their thinking processes
(Davidson and Wright, 1994; Bredekamp
and Rosegrant, 1994);
• offering opportunities for children to
work individually and collaboratively to
communicate ideas, take turns and even
to coach one another. Research has shown
that children demonstrate increased levels
of communication and cooperation, and
develop leadership roles when using
technology appropriately (Clements, 1994;
Haugland and Wright, 1997);
• promoting creative thinking and problem
solving when children use appropriately
challenging software. Software selection
is crucial. Drill and practice software has
not shown substantial effectiveness in
improving children’s conceptual skills.
Rather, software for 3- and 4-year-olds
should be open ended and encourage
imagination and discovery;
• providing access to worldwide networks
for information and communication, to
research questions and conduct project
investigations with teachers; and
• allowing children to be in control and
make decisions about the learning process.
Software should allow children to repeat
the activity or task as often as they wish, as
well as to experiment with variations, and
save and return to earlier ideas.
Technology is so widespread that computer
skills are no longer a frill. Rather, these skills are critical
regardless of gender, race or cultural heritage; primary
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language or special needs. Teachers have great influence
as role models. If children see teachers trying programs,
experimenting with the computer, and approaching
technology with enthusiastic attitudes, they too will
regard the computer as holding positive potential for
learning experiences.
Teachers are encouraged to consider the
following suggestions when implementing computers
in an early childhood classroom:
• Be sure the child is developmentally able to
understand the cause-effect relationship of
moving a mouse or touching the screen to
get the computer to do something.
• Discourage children from impulsive or
random clicking within a program. Take
time to talk about what is happening
and what they are trying to do with the
activity.
• Take time to help children understand
how the computer works, how the printer
is hooked up, how to get back to the main
menu and to develop problem-solving
skills (Healey, 1998).
• When introducing a new piece of software,
plan to spend time at the computer with
small groups of children to provide an
opportunity for experimenting and learning
with an adult who is immediately available
for guidance and support (Haugland,
1992).
• Keep in mind that assistance can and most
often does come from peers. Children
love to help one another, and this helps
to develop important social and language
skills (Bergin, 1993).
The Computer Center
Research reveals that computers stimulate social
interaction and cooperation. Language activity among
preschoolers is reported to be almost twice as high
at the computer as in any other classroom activities
(Clements, 1994). When setting up computer areas in the
classroom, teachers should provide at least two chairs
and encourage children to work in pairs. Children enjoy
and often prefer working with a friend (Clements &
Natasi, 1993). Teachers should remember to check in,
ask questions about what the children are working on
and encourage peer tutoring.
Just as with other centers, all children should be
encouraged to frequent the computer area occasionally,
and children who want to spend all of their time at the
computer station should be motivated to try other areas.
Observing children as they interact with the computer